Providing Students with Flexible and Adaptive Learning Opportunities using Lecture Recordings


  • Larian M Nkomo University of Otago
  • Ben K Daniel University of Otago



Lecture recordings, higher education, flexible learning


Lecture recordings are widely used within higher education as a means of engaging and enriching students learning, by providing more adaptable, highly flexible and convenient access to learning materials. However, educators have increasingly raised concerns that lecture recording availability contributes to a decline in students attending lectures. This study explores how students engage with lecture recordings and the extent to which they perceive access to these resources contributes to their learning. We administered self-reported measures (questionnaire) to undergraduate and postgraduate students (n=664) who had access to lecture recordings. The quantitative data were summarised using descriptive statistics. We then applied a sentiment analysis technique to triangulate and contest the results derived from the quantitative analysis. Overall, the results in this study indicate that lecture recordings can provide students with flexibility and convenient access to learning materials, and ultimately enhancing their learning experience. Most respondents regarded lecture recording as supplementary learning resources not a replacement for lectures; stating that the availability of lecture recordings did not influence their decisions to attend lectures. Respondents reported that they used lecture recordings to prepare for exams, revise and compare their notes taken in class.

Author Biographies

Larian M Nkomo, University of Otago

Larian is currently studying towards his PhD in Higher Education at the University of Otago, where he is also a research assistant. His research interests lie in higher education, student engagement, learning analytics, educational data mining, flexible learning, and educational technology.

Ben K Daniel, University of Otago

Ben Kei Daniel is Associate Professor in Higher Education, and the Head of Department of Higher Education Development Centre at the University of Otago, New Zealand. He obtained his PhD jointly in Educational Technology and Artificial Intelligence in Education (AIED) from the University of Saskatchewan in Canada. His current research focuses on big data and analytics in higher education.